最新整理上海版沪教版小学牛津英语2A教案

上海版牛津小学二年级英语教案（2a+2b）Unit 1 Where I LiveTeaching aids:A. Words : letters Aa --Bb , bin , park , road , building , ShanghaiB. Structures : I live in …. I love …. I see …. That’s …C. Functions : Give simple instructions; Refer to specific classroom objects.Material:1. Student's Book 2A page 2--62. Cassette 1A and a cassette player3. Wallcharts4. Photograph page 15. Alphabet CardsTeaching times:5 timesLearning targets:A. Basic aims:1. Be able to identify the letters Aa -- Bb2. Be able to give simple instructions3. Be able to use the simple present tense to indicate facts4. Be able to "point to your home"5. Read the rhymeB. Further aims:1.2.Practise saying a new rhyme substituting 'Shanghai' with another places Language focus:1. Using the definite article to refer to specific classroom objects2. Using the simple present tense to express interests and preferences3. Learning the words: bin , park , road , building , ShanghaiPeriod 1Teaching focus:Using imperatives to give simple instructionsUsing the definite article to refer to specific classroom objectsPeriod 2Teaching focus:Using the simple present tense to indicate factsUsing the simple present tense to express interests and preferencesPeriod 3Teaching focus:Using nouns to identify objectUsing proper nouns to refer to placesPeriod 4Teaching focus:Asking ' Wh-' questions to find out various kinds of specific information about a person Using the simple persent tense to express truthUsing the simple persent tense to express interests and preferencesPeriod 5Teaching focus:Using the simple persent tense to express interests and preferencesUnit 4 Going aboutTeaching designing:Teaching aids:A.Words: letters Gg—Hh, plane, ferry, train, taxi, car, bus, van.B.Structures: Get ……How do you go to……C.Functions: Give simple instructions; Using connectives to add information Material:1.Student’s Book 2A page 17-212.Cassette 1A and a cassette player3.Wall charts4.Photograph page 145.Alphabet CardsTeaching times:5 timesLearning targets:A.B asic aims:1.Be able to identify the letters Gg--Hh2.Be able to give simple instructions3.Be able to introduce oneself using I’m.4.Be able to write the sentence Hello, I’m <name>.5.Sing a song.B.Further aims:ing more information to introduce oneself2.The sorts of the alphabetLanguage focus:ing imperatives to give simple instructions2.Asking How questions to find out means and Using prepositions to indicate meas3.Learning the words: plane……Period 1Teaching focus:Using imperative to give simple instructionsTeaching steps：Period 2Teaching focus:Asking How questions to find out mean Using prepositions to indicate means Using formulaic expressions to take leave Teaching steps：Period 3Teaching focus:Using nouns to identify forms of transport. Teaching steps：Period 4Teaching focus:Using formulaic expressions to indicate how people travel Teaching steps：Period 5Teaching focus:Using nouns to identify different forms of transport Teaching steps：Unit 5 Crossing the roadTeaching designing:Teaching aids:D.Words: letters—Ii Jj, stop, light, go, fast, slow.E.Structures: Look at the light. It’s…, Go! / Stop! / Wait! /F.Functions: Using imperatives to give simple instructions; To give simpleinstructions.Material:6.Student’s Book 2A page 22-267.Cassette 1A and a cassette player8.Wall charts9.Photograph page 1410.Alphabet CardsTeaching times:5 timesLearning targets:C.Basic aims:6.Be able to identify the letters Ii--Jj7.Be able to give simple instructions8.Be able to introduce oneself using I’m.9.Be able to writ e the sentence Hello, I’m <name>.10.Sing a song.D.F urther aims:ing more information to introduce oneself4.The sorts of the alphabetLanguage focus:ing imperatives to give simple instructionsing adjectives to describe objects6.Learning the words: stop……Period 1Teaching focus:Using imperative to give simple instructions Teaching steps：Period 2Teaching focus:Using imperative to give simple instructions Using adjectives to describe objectsTeaching steps：Period 3Teaching focus:Using imperatives to give simple instructions Using nouns to identify thingsUsing adjectives to describe objects Teaching steps：Period 4Teaching focus:Using imperative to give instructions Using adjectives to describe coloursTeaching steps：Period 5Teaching focus:Using imperatives to give simple instructions Using adjectives to describe objectsTeaching steps：The Allocation for Grade 2B2B Unit 1 Farm animals【单元分析（UNIT ANALYSIS）】一．教材地位(UNIT POSITION)1．从第一、二单元“动物”的主题来看，本单元教材内容是着重围绕“农场上的动物”这个课题展开。

沪教版牛津英语二年级上册2A全册教案Unit 1 Where I Live Teaching aids:A. Words : letters Aa --Bb , bin , park , road , building , ShanghaiB. Structures : I live in …. I love …. I see …. That’s …C. Functions : Give simple instructions; Refer to specific classroom objects.Material:1. Student's Book 2A page 2--62. Cassette 1A and a cassette player3. Wallcharts4. Photograph page 15. Alphabet CardsTeaching times:5 timesLearning targets:A. Basic aims:1. Be able to identify the letters Aa -- Bb2. Be able to give simple instructions3. Be able to use the simple present tense to indicate facts4. Be able to "point to your home"5. Read the rhymeB. Further aims:1.2.Practise saying a new rhyme substituting 'Shanghai' with another places Language focus:1. Using the definite article to refer to specific classroom objects2. Using the simple present tense to express interests and preferences3. Learning the words: bin , park , road , building , ShanghaiPeriod 1Teaching focus:Using imperatives to give simple instructionsUsing the definite article to refer to specific classroom objectsTeaching steps:Period 2Teaching focus:Using the simple present tense to indicate factsUsing the simple present tense to express interests and preferences Teaching steps:Period 3Teaching focus:Using nouns to identify objectUsing proper nouns to refer to places Teaching steps:Period 4Teaching focus:Asking ' Wh-' questions to find out various kinds of specific information about a person Using the simple persent tense to express truthUsing the simple persent tense to express interests and preferencesTeaching steps:Period 5Teaching focus:Using the simple persent tense to express interests and preferences Teaching steps:Unit 4 Going about Teaching designing:Teaching aids:A.Words: letters Gg—Hh, plane, ferry, train, taxi, car, bus, van.B.Structures: Get ……How do you go to……C.Functions: Give simple instructions; Using connectives to add information Material:1.Student’s Book 2A page 17-212.Cassette 1A and a cassette player3.Wall charts4.Photograph page 145.Alphabet CardsTeaching times:5 timesLearning targets:A.Basic aims:1.Be able to identify the letters Gg--Hh2.Be able to give simple instructions3.Be able to introduce oneself using I’m.4.Be able to write the sentence Hello, I’m <name>.5.Sing a song.B.F urther aims:ing more information to introduce oneself2.The sorts of the alphabetLanguage focus:ing imperatives to give simple instructions2.Asking How questions to find out means and Using prepositions to indicatemeas3.Learning the words: plane……Period 1Teaching focus:Using imperative to give simple instructions Teaching steps：Period 2Teaching focus:Asking How questions to find out mean Using prepositions to indicate means Using formulaic expressions to take leave Teaching steps：Period 3Teaching focus:Using nouns to identify forms of transport. Teaching steps：Period 4Teaching focus:Using formulaic expressions to indicate how people travel Teaching steps：。

沪教版牛津英语二年级上册2A全册教案Unit 1 Where I Live Teaching aids:A. Words : letters Aa --Bb , bin , park , road , building , ShanghaiB. Structures : I live in …. I love …. I see …. That’s …C. Functions : Give simple instructions; Refer to specific classroom objects.Material:1. Student's Book 2A page 2--62. Cassette 1A and a cassette player3. Wallcharts4. Photograph page 15. Alphabet CardsTeaching times:5 timesLearning targets:A. Basic aims:1. Be able to identify the letters Aa -- Bb2. Be able to give simple instructions3. Be able to use the simple present tense to indicate facts4. Be able to "point to your home"5. Read the rhymeB. Further aims:1.2.Practise saying a new rhyme substituting 'Shanghai' with another places Language focus:1. Using the definite article to refer to specific classroom objects2. Using the simple present tense to express interests and preferences3. Learning the words: bin , park , road , building , ShanghaiPeriod 1Teaching focus:Using imperatives to give simple instructionsUsing the definite article to refer to specific classroom objectsTeaching steps:Period 2Teaching focus:Using the simple present tense to indicate factsUsing the simple present tense to express interests and preferences Teaching steps:Period 3Teaching focus:Using nouns to identify objectUsing proper nouns to refer to places Teaching steps:Period 4Teaching focus:Asking ' Wh-' questions to find out various kinds of specific information about a person Using the simple persent tense to express truthUsing the simple persent tense to express interests and preferencesTeaching steps:Period 5Teaching focus:Using the simple persent tense to express interests and preferences Teaching steps:Unit 4 Going about Teaching designing:Teaching aids:A.Words: letters Gg—Hh, plane, ferry, train, taxi, car, bus, van.B.Structures: Get ……How do you go to……C.Functions: Give simple instructions; Using connectives to add information Material:1.Student’s Book 2A page 17-212.Cassette 1A and a cassette player3.Wall charts4.Photograph page 145.Alphabet CardsTeaching times:5 timesLearning targets:A.Basic aims:1.Be able to identify the letters Gg--Hh2.Be able to give simple instructions3.Be able to introduce oneself using I’m.4.Be able to write the sentence Hello, I’m <name>.5.Sing a song.B.F urther aims:ing more information to introduce oneself2.The sorts of the alphabetLanguage focus:ing imperatives to give simple instructions2.Asking How questions to find out means and Using prepositions to indicatemeas3.Learning the words: plane……Period 1Teaching focus:Using imperative to give simple instructions Teaching steps：Period 2Teaching focus:Asking How questions to find out mean Using prepositions to indicate means Using formulaic expressions to take leave Teaching steps：Period 3Teaching focus:Using nouns to identify forms of transport. Teaching steps：Period 4Teaching focus:Using formulaic expressions to indicate how people travel Teaching steps：。

Unit 1 Where I LiveTeaching aids:A. Words : letters Aa --Bb , bin , park , road , building , ShanghaiB. Structures : I live in …. I love …. I see …. That’s …C. Functions : Give simple instructions; Refer to specific classroom objects.Material:1. Student's Book 2A page 2--62. Cassette 1A and a cassette player3. Wallcharts4. Photograph page 15. Alphabet CardsTeaching times:5 timesLearning targets:A. Basic aims:1. Be able to identify the letters Aa -- Bb2. Be able to give simple instructions3. Be able to use the simple present tense to indicate facts4. Be able to "point to your home"5. Read the rhymeB. Further aims:1.2.Practise saying a new rhyme substituting 'Shanghai' with another places Language focus:1. Using the definite article to refer to specific classroom objects2. Using the simple present tense to express interests and preferences3. Learning the words: bin , park , road , building , ShanghaiPeriod 1Teaching focus:Using imperatives to give simple instructionsUsing the definite article to refer to specific classroom objectsTeaching steps:Period 2Teaching focus:Using the simple present tense to indicate factsUsing the simple present tense to express interests and preferences Teaching steps:Period 3Teaching focus:Using nouns to identify objectUsing proper nouns to refer to places Teaching steps:Period 4Teaching focus:Asking ' Wh-' questions to find out various kinds of specific information about a person Using the simple persent tense to express truthUsing the simple persent tense to express interests and preferencesPeriod 5Teaching focus:Using the simple persent tense to express interests and preferencesUnit 4 Going aboutTeaching designing:Teaching aids:A.Words: letters Gg—Hh, plane, ferry, train, taxi, car, bus, van.B.Structures: Get ……How do you go to……C.Functions: Give simple instructions; Using connectives to add information Material:1.Student’s Book 2A page 17-212.Cassette 1A and a cassette player3.Wall charts4.Photograph page 145.Alphabet CardsTeaching times:5 timesLearning targets:A.Basic aims:1.Be able to identify the letters Gg--Hh2.Be able to give simple instructions3.Be able to introduce oneself using I’m.4.Be able to write the sentence Hello, I’m <name>.5.Sing a song.B.Further aims:ing more information to introduce oneself2.The sorts of the alphabetLanguage focus:ing imperatives to give simple instructions2.Asking How questions to find out means and Using prepositions to indicate meas3.Learning the words: plane……Period 1Teaching focus:Using imperative to give simple instructionsTeaching steps：Period 2Teaching focus:Asking How questions to find out mean Using prepositions to indicate means Using formulaic expressions to take leave Teaching steps：Period 3Teaching focus:Using nouns to identify forms of transport. Teaching steps：Period 4Teaching focus:Using formulaic expressions to indicate how people travel Teaching steps：Period 5Teaching focus:Using nouns to identify different forms of transport Teaching steps：Unit 5 Crossing the roadTeaching designing:Teaching aids:D.Words: letters—Ii Jj, stop, light, go, fast, slow.E.Structures: Look at the light. It’s…, Go! / Stop! / Wait! /F.Functions: Using imperatives to give simple instructions; To give simpleinstructions.Material:6.Student’s Book 2A page 22-267.Cassette 1A and a cassette player8.Wall charts9.Photograph page 1410.Alphabet CardsTeaching times:5 timesLearning targets:C.Basic aims:6.Be able to identify the letters Ii--Jj7.Be able to give simple instructions8.Be able to introduce oneself using I’m.9.Be able to write the sentence Hello, I’m <name>.10.Sing a song.D.Further aims:ing more information to introduce oneself4.The sorts of the alphabetLanguage focus:ing imperatives to give simple instructionsing adjectives to describe objects6.Learning the words: stop……Period 1Teaching focus:Using imperative to give simple instructionsTeaching steps：Period 2Teaching focus:Using imperative to give simple instructions Using adjectives to describe objectsTeaching steps：Period 3Teaching focus:Using imperatives to give simple instructions Using nouns to identify thingsUsing adjectives to describe objects Teaching steps：Period 4Teaching focus:Using imperative to give instructions Using adjectives to describe coloursTeaching steps：Period 5Teaching focus:Using imperatives to give simple instructions Using adjectives to describe objectsTeaching steps：。

Module 1 Getting to knowyouUnit 1 Good morningThe first period一、Teaching aim认知内容: 能听懂会说Good morning. Good afternoon.Good evening. Good night.及回答。

能力要求：学会用所学句型进行情境表演。

情感态度：学会在不同时间里和人打招呼。

二、Teaching procedures Pre-task preparationWarmera. Say hello to everybodyb. P.4 songc. Elicit Alice:She is Alice. While-task procedure1.RevisionmorningafternoonGood morning.Good afternoon.a. Listen to a dialogue(It’s 8o’clock in the morning. Alice is going to school. She meets her friend Kitty.)Good morning, Alice.Good morning, Kitty.(It’s 14o’clock in the afternoon. Alice is having an English class.) Good afternoon, Alice. Goodafternoon, Miss…b. try to say the dialoguec. play a game:according to the pictures, Judge the words2. IntroductioneveningnightGood evening.Good night.a. Listen to a dialogue and try to understand the meaning of the dialogue(It’s 18o’clock in the evening. Alice is having a dinner.)Good evening, Alice.Good evening, dad.(It’s 21o’clock at night. Alice is going to bed.)Good night, Alice.Good night, Mum.b.Say a chant in groupsEvening, evening,Good evening.Night, night,Good night.Post-task activitya.Listen to the whole dialoguesb.role playact out the whole dialogue in groups三、Assignmenta. Listen to the tapesb. read P2,4The second period一、Teaching aim认知内容: 能听懂会说How are you并能回答I’m fine./I’m very well. Thank you.学会认读并且学会正确书写英语字母大小写Aa, Bb.能力要求：学会礼貌地问候别人并且礼貌回应别人的问候。

Module1GettingtoknowyouUnit1GoodmorningThefirst period一、Teachingaim认知内容:能听懂会说Goodmorning.Goodafternoon. Goodevening.Goodnight.及回答。

能力要求：学会用所学句型进行情境表演。

情感态度：学会在不同时间里和人打招呼。

二、TeachingproceduresPre-taskpreparation Warmera.Sayhellotoeverybodyb.P.4songc.ElicitAlice:SheisAlice. While-taskprocedure1.RevisionmorningafternoonGoodmorning.Goodafternoon.a.Listentoadialogue(It’s8o’clockinthemorning. Aliceisgoingtoschool.Shemeet sherfriendKitty.) Goodmorning,Alice. Goodmorning,Kitty. (It’s14o’clockintheafterno on.AliceishavinganEnglishcla ss.)Goodafternoon,Alice. Goodafternoon,Miss…b.trytosaythedialoguec.playagame: accordingtothepictures,Judge thewords2.IntroductioneveningnightGoodevening.Goodnight.a.Listentoadialogueandtrytou nderstandthemeaningofthedial ogue(It’s18o’clockintheevening .Aliceishavingadinner.) Goodevening,Alice. Goodevening,dad.(It’s21o’clockatnight.Alic eisgoingtobed.)Goodnight,Alice. Goodnight,Mum.b.SayachantingroupsEvening,evening,Goodevening.Night,night,Goodnight.Post-taskactivitya.Listentothewholedialoguesb.roleplayactoutthewholedialogueing roups三、Assignmenta.Listentothetapesb.readP2,4AskandanswerWhoisshe？Thesecon dperiod一、Teachingaim认知内容:能听懂会说Howareyou？并能回答I’mfine./I’mverywell.Thank you.学会认读并且学会正确书写英语字母大小写Aa,Bb.能力要求：学会礼貌地问候别人并且礼貌回应别人的问候。

Module 1 Getting to knowyouUnit 1 Good morningThefirst period一、Teaching aim认知内容: 能听懂会说Good morning. Good afternoon. Good evening. Good night.及回答。

能力要求：学会用所学句型进行情境表演。

情感态度：学会在不同时间里和人打招呼。

二、Teaching procedures Pre-task preparation Warmera. Say hello to everybodyb. P.4 songc. Elicit Alice:She is Alice.While-task procedure1.RevisionmorningafternoonGood morning.Good afternoon.a. Listen to a dialogue (It’s 8o’clock in the morning. Alice is going to school. She meets her friend Kitty.) Good morning, Alice.Good morning, Kitty.(It’s 14o’clock in the afternoon. Alice is having an English class.)Good afternoon, Alice. Goodafternoon, Miss…b. try to say the dialoguec. play a game:accordingto the pictures, Judge the words2. IntroductioneveningnightGood evening.Good night.a. Listen to a dialogue and try to understand the meaning of the dialogue(It’s 18o’clock in the evening. Alice is having a dinner.) Good evening, Alice.Good evening, dad.(It’s 21o’clock at night. Alice is going to bed.)Good night, Alice.Good night, Mum.b.Say a chant in groupsEvening, evening,Good evening.Night, night,Good night.Post-task activitya.Listen to the wholedialoguesb.role playAsk and answerWho is she？act out the whole dialogue in groups三、Assignmenta. Listen to the tapesb. read P2,4The second period一、Teaching aim认知内容: 能听懂会说How are you？并能回答I’m fine./I’m very well. Thank you.学会认读并且学会正确书写英语字母大小写Aa, Bb.能力要求：学会礼貌地问候别人并且礼貌回应别人的问候。

Unit 1 Where I LiveTeaching aids:A. Words : letters Aa --Bb , bin , park , road , building , ShanghaiB. Structures : I live in …. I love …. I see …. That’s …C. Functions : Give simple instructions; Refer to specific classroom objects.Material:1. Student's Book 2A page 2--62. Cassette 1A and a cassette player3. Wallcharts4. Photograph page 15. Alphabet CardsTeaching times:5 timesLearning targets:A. Basic aims:1. Be able to identify the letters Aa -- Bb2. Be able to give simple instructions3. Be able to use the simple present tense to indicate facts4. Be able to "point to your home"5. Read the rhymeB. Further aims:1.2.Practise saying a new rhyme substituting 'Shanghai' with another places Language focus:1. Using the definite article to refer to specific classroom objects2. Using the simple present tense to express interests and preferences3. Learning the words: bin , park , road , building , ShanghaiPeriod 1Teaching focus:Using imperatives to give simple instructionsUsing the definite article to refer to specific classroom objectsPeriod 2Teaching focus:Using the simple present tense to indicate factsUsing the simple present tense to express interests and preferencesPeriod 3Teaching focus:Using nouns to identify objectUsing proper nouns to refer to placesPeriod 4Teaching focus:Asking ' Wh-' questions to find out various kinds of specific information about a person Using the simple persent tense to express truthUsing the simple persent tense to express interests and preferencesPeriod 5Teaching focus:Using the simple persent tense to express interests and preferencesUnit 4 Going aboutTeaching designing:Teaching aids:A.Words: letters Gg—Hh, plane, ferry, train, taxi, car, bus, van.B.Structures: Get ……How do you go to……C.Functions: Give simple instructions; Using connectives to add information Material:1.Student’s Book 2A page 17-212.Cassette 1A and a cassette player3.Wall charts4.Photograph page 145.Alphabet CardsTeaching times:5 timesLearning targets:A.B asic aims:1.Be able to identify the letters Gg--Hh2.Be able to give simple instructions3.Be able to introduce oneself using I’m.4.Be able to write the sentence Hello, I’m <name>.5.Sing a song.B.Further aims:ing more information to introduce oneself2.The sorts of the alphabetLanguage focus:ing imperatives to give simple instructions2.Asking How questions to find out means and Using prepositions to indicate meas3.Learning the words: plane……Period 1Teaching focus:Using imperative to give simple instructionsTeaching steps：Period 2Teaching focus:Asking How questions to find out mean Using prepositions to indicate means Using formulaic expressions to take leave Teaching steps：Period 3Teaching focus:Using nouns to identify forms of transport. Teaching steps：Period 4Teaching focus:Using formulaic expressions to indicate how people travel Teaching steps：Period 5Teaching focus:Using nouns to identify different forms of transport Teaching steps：Unit 5 Crossing the roadTeaching designing:Teaching aids:D.Words: letters—Ii Jj, stop, light, go, fast, slow.E.Structures: Look at the light. It’s…, Go! / Stop! / Wait! /F.Functions: Using imperatives to give simple instructions; To give simpleinstructions.Material:6.Student’s Book 2A page 22-267.Cassette 1A and a cassette player8.Wall charts9.Photograph page 1410.Alphabet CardsTeaching times:5 timesLearning targets:C.Basic aims:6.Be able to identify the letters Ii--Jj7.Be able to give simple instructions8.Be able to introduce oneself using I’m.9.Be able to write the sentence Hello, I’m <name>.10.Sing a song.D.F urther aims:ing more information to introduce oneself4.The sorts of the alphabetLanguage focus:ing imperatives to give simple instructionsing adjectives to describe objects6.Learning the words: stop……Period 1Teaching focus:Using imperative to give simple instructionsTeaching steps：Period 2Teaching focus:Using imperative to give simple instructions Using adjectives to describe objectsTeaching steps：Period 3Teaching focus:Using imperatives to give simple instructions Using nouns to identify thingsUsing adjectives to describe objects Teaching steps：Period 4Teaching focus:Using imperative to give instructions Using adjectives to describe coloursTeaching steps：Period 5Teaching focus:Using imperatives to give simple instructions Using adjectives to describe objectsTeaching steps：。

Unit 1Where I LiveTeaching aids:A. Words : letters Aa --Bb , bin , park , road , building , ShanghaiB. Structures : I live in⋯. I love⋯ . I see⋯ . That’s⋯C. Functions : Give simple instructions; Refer to specific classroom objects.Material:1.Student's Book 2A page 2--62.Cassette 1A and a cassette player3.Wallcharts4.Photograph page 15.Alphabet CardsTeaching times:5 timesLearning targets:A. Basic aims:1.Be able to identify the letters Aa -- Bb2.Be able to give simple instructions3.Be able to use the simple present tense to indicate facts4.Be able to "point to your home"5.Read the rhymeB. Further aims:1.2.Practise saying a new rhyme substituting 'Shanghai' with another places Language focus:ing the definite article to refer to specific classroom objectsing the simple present tense to express interests and preferences3.Learning the words: bin , park , road , building , ShanghaiPeriod1Teaching focus:Using imperatives to give simple instructionsUsing the definite article to refer to specific classroom objectsTeaching steps:Students Teaching Teaching Media activities activities starlegry Pre-taskpreparation:A: Point to a deskpoint to their own Encourage the classdesk and say 'desk'to point to their owndesk and say ' desk 'B: Gesture with armto indicate theclassroom and saystudents to follow:'This is a classroom.'This is a We are in theclassroom.We are classroom now. 'in the classroom(Say the wordnow. ''classroom'slowly coachingand encouragestudents to follow)C: T :'Our classroomis nice. We musthelp to keep itclean.'Show 'Let's act'While-taskprocedureLookPerforms the action and repeats the command A:T say 'Clean thedesk.' And wipe a deskwith a ragB:Invite a more ablestudenttocome to the front. coaching Give the rag tohim/her and say 'Cleanthe desk, please. 'The student performs the action C:Invite more ablestudent to come tothe front. Let the cooperative more able student learning give the commandand others do theaction.(Repeat with severalgroups of students.)D:Clean theThe student classroom bysweeping the floor. performs the action.Let the more ablestudent to come upcommand ' Sweep the floor, please. ' (Repeat step 3)E: Open the book topage 2.Play thecassette tape.Letthe students listen tothe instructions The students repeat'Clean the desk, and mime the please.' and ' Sweep actions.the floor, please. 'Ask students torepeat and mime theactions.Post-taskactivities book cassetteOne student give the commands and the other mime the actions.Change roles A:Divide studentsinto pair. Have onestudent give thecommands and theother mime the actions.Then letthem change roles.cooperativelearningLookVote for the best pairHomeworkRead the ' Let' act ' after the cassette B:Invite pairs ofstudents to act out thedialogue to the class.WorkbookPeriod2Teaching focus:Using the simple present tense to indicate factsUsing the simple present tense to express interests and preferencesTeaching steps:Students Teaching Teaching Media activities activities starlegryPre-taskpreparation:A: Ask the studentsWhere do you all coaching Show a picture Say the word 'live ?of ShanghaiShow a picture ofShanghai 'Shanghai(Say the word'Shanghai ' slowly)While-task procedureLook and listen T:That ' s right . Weall live in Shanghai .Shanghai is our home .A:Put up thewallchart for page 3.Tell a story Wallchart for something like this :page 3Sam and his fatherwent for a walk onSunday.After awhile they sat downto rest and watchedthe ferries go by.They could see theOriental Pearl Towerand a lot of tallbuildings.Can yourecongnize any?Sitting on the bench coachingnext to them weresome tourists(awoman and herson). The boy askedSam where he livedand Sam replied' Ilive in Shanghai.'The boy said ' I loveShanghai.' Sam waspleased.Children, do you love Shanghai? If you do, you must help to keep it clean. Do not litter.Throw all rubbish into the bin. Can you find a bin in this picture?(Point to it)The students talk B: Ask questions such as the following:about and answer Where does cooperativethe questions Sam live?learningWhere do youlive?Dose Sam loveShanghai?Do you loveShanghai?What isthis?(point to abin and abuildingrespectively)C:Hold up astamped envelopeand say' My friendin Canada sent thisto me.She had towrite ' Shanghai ' onit because Ilive inShanghai.The students to Say 'I live incopy' I live in Shanghai.'and askShanghai. 'students to copyyou.D: Hug a toy bearand say ' This is my modelingbear.Her name is a toy bear The students repeatSally. I love Sally. '' I love Sally. 'Show the picture ofShanghai again.Repeat Hug it and say' IGet student to say love Shanghai. 'afterE:Open thestudent's book topage 3.Play the The students look cassette tape to letat the book and students hear the listen to the tape correctpronunciation of thewords andsentences. Then askindicidual studentsto say 'I live inShanghai.'and' Ilove Shanghai. 'book cassettePost-task activitiesDraw a picture of the place they live in.say something about pictures by using the sentences' I live in⋯,I love⋯'Talk about A:Give eachstudent a sheet ofwhite drawing paper.Ask them to draw apicture of the place modelingthey live in.B:Ask students tosay something abouttheirpicturesby cooperativeusing the sentences learning' I live in⋯,I love⋯'white drawingpaper.ConsolidationLook,listen Workbook page 2Explain theand tick theWorkbook page 2correctsentence.Listen anddraw .HomeworkRead the 'Let 's talk' after the cassetteWorkbookPeriod3Teaching focus:Using nouns to identify objectUsing proper nouns to refer to places Teaching steps:StudentsactivitiesPre-task preparation:The students to say something about the pictureI live in⋯'aI love⋯’Teaching Teaching Mediaactivities starlegryA:Put up thewallchart for page 3.coaching Put up the Ask the students to wallchartsay something aboutthe picture by usingthe sentences theyhave learned in theprevious lesson:‘Ilive in⋯’aI love⋯’While-task procedureLook and answer:' building 'The students to repeat A:Still referring to thewallchart.T:What you can seein the picture ?Wallchart for Introduce the word page 4‘ building‘Hold up the picturecard for‘ building‘ and say‘ building‘(Ask the students torepeat)B:T: ‘What things doyou sometimes seelying on the pavement?‘Look , think, talk about and answer the questions .Show examples ofrubbish that peoplethrow away – soft drinkcans, plasticbags, food wrappers,etc.T :‘How do theythere? Dose it makeShanghai lookcoachingcooperativelearningbeautiful?Whatshould we always dowith our rubbish?‘Show a toy bin andThe students to say‘ bin’ slowly.repeat.(Ask students torepeat. )modelingC:Show the the picture andpictures of a park word cardsand a road.T : do you often goLook, think and to the park?answer the To elicit the newquestions .words ‘park ‘and‘ road ‘ .Say the wordsslowly.The students to(Ask the students torepeat.repeat.)D:Put up the pictureand word cards onthe board in random the picture andorder.Then word cardsre-arrange them byputting the wordcards below theircorrespondingpicture cards,asshown in theirthe students read Student’ s Books.the words Read the words withthe students.bookOpen the book to cassette tape. page 4.E: Play the cassettetape.Students listen andrepeat.the students to point to each picture as the word is being read out.Ask the students to point to each picture as the word is being read out.F:Show students the picture cards for‘ apple ’ and say Apple begins with the sound ‘ a ‘ . Show the word cardThe students look for ‘apple ’and say letter ' A a '' B at the letters and‘ A⋯’ b 'listen to the tape Apple ’ .(Repeat)Show alphabetcards‘ A ‘ and ‘ a‘ .Post-task activitiesstudents have just learneds1: I see a bin.S2: That' s a building.Have studentscompare the capitalletter‘a‘. Do thesame with‘ B b ⋯Bird‘ .Play the tape forstudents to follow in book their books.modelingcassette A:Say somethingabout the wallchart,using the new wordse.g. : I see⋯That ’ s⋯HomeworkWorkbook page 3:Workbook Colour theWorkbook page 3word in theExplain thepuzzle.Workbook page 3Trace theletters.Read the'let' slearn'after thecassettePeriod 4Teaching focus:Asking ' Wh-' questions to find out various kinds of specific information about a person Using the simple persent tense to express truthUsing the simple persent tense to express interests and preferences Teaching steps:StudentsactivitiesPre-task preparation:The students to say something about the picturestudents to come up take one, and put it under the corresponding picture.Teaching Teaching Mediaactivities starlegryA: T: Yesterday welearned some new coaching Put up the words.Do you wallchart remember what theyare?Put up the picturecards for'bin, park,road,building,and the picture cards Shanghai ' .for' bin,park, Hold up the word road, building, cards.and Shanghai ' . Ask individualstudents to comeup,take one,andput it under the the word cards. correspondingpicture.Continueuntil all cards havebeen matched. Thenremove the picturesbut leave the wordcards.Ask variousstudents to come upand get the wordthat you say.While-task procedureThe students answer : I live in Shanghai A: Put up a simple a simple map of map of Shanghai.Shanghai.T: Where do you coachinglive?Point to the area youlive in and say I livein(name of thearea).I love (name cooperativeof the area).learningrepeatPlay a gamea more able studentto come to the front. point to the area helives in on the map and use the structures I lives in ⋯I love⋯to answer the questionOpen the Student's Book to page 5.Look , think, talk about and answer the questions .The students into groups of four,one student ask the question ' Where do you live?'the other three answer it.(change roles.)The students to come to the front and act B: Play a game withthe students.modelingInvite a more ablestudent to come tothe front.Ask him/her to pointto the area he/shelives in on the mapand use thestructures I lives cooperativein⋯learningI love⋯To answer thequestion Where doyou live?C:Open theStudent's Book topage 5.Check that thestudents know allthe places on themap,such as LuXun Park.Shanghai modelingRailway Station.YuGarden⋯Ask individualstudents Where doyou live? To elicitvarious answers.Encourage them touse the structure Ilove⋯D:Divide studentsinto groups of four,Have one student askthe question 'Where do you live?' cooperative andthe other three learning answer it.Then letthem change roles.E:Invite groups ofstudents to act outthe dialogue to theclass.a simple map ofShanghaithe Student'sBookthe Student'sBookThe students to repeat.HomeworkWorkbookpage 4:Listen and draw the lines to find where they live.Read the ' let' splay ' after thecassette.Period 5Teaching focus:Workbook page 4Explain theWorkbook page 3WorkbookUsing the simple persent tense to express interests and preferences Teaching steps:StudentsactivitiesPre-task preparation:The students look at the picture and read the wordsThe students look at the picture and say ' This is⋯Teaching Teachingactivities starlegryA:Flash the picturecards and word cardsfor ' bin , building, park,road and Shanghai ' tocheck that studentsremember the words.B:Ask variousstudents to point toeach picture and say' This is⋯Mediathe picture cardsfor ' bin,park,road , building,and Shanghai ' .the word cards.While-task procedureThe students answer follow and repeatThe students open the Student' s Book to page 6.Play a game Discuss where Sam and May live and what they are doing now.Two students come to the front A: Invite some studentsto clean the classroomwith you. Put rubbishinto a toy bin you havebrought to class.T : ' We use the binevery day. We keepShanghai clean everyday.B:Get students toopen the Student' sBook to page 6.Discuss with studentswhere Samand May live and whatthey are doing now.C: Invite two studentsto be Sam and Maryputting rubbish into thebin.coachingcooperativelearningmodelingthe Student'sBookThe Student read the rhyme slowly line by line.Look and listenThe students follow and read the rhyme.The students read the rhyme in pairThe students to come to the front and act D:Read the rhymeslowly line by line.Practise saying bothverses.E:Explain the wordsand phrases ' use,every day ' and 'keep itclean' in student' smother tongue.F:Play the cassettefor the rhyme.cooperativelearningG:Invite pairs ofstudents to act out therhyme to the class.the Student'sBookthe Student'sBookcassettePost-taskactivityThe students practise saying a new rhymePractise in pairThe students read the new rhyme Have pairs ofstudents practise modeling saying a new rhyme substituting'Shanghai'with 'cooperative Beijing'or'learning Guangzhou' .Invite pairs to saytheir rhymes to theclass.Homeworkmodeling Read the ' let' senjoy‘ after thecassette.Make a newrhymeUnit 4 Going aboutTeaching designing:Teaching aids:A. Words: letters Gg—Hh, plane, ferry, train, taxi, car, bus, van.B. Structures: Get⋯⋯How do you go to⋯⋯C. Functions: Give simple instructions; Using connectives to add information Material:1.Student ’ s Book2A page 17-212.Cassette 1A and a cassette player3.Wall charts4.Photograph page 145.Alphabet CardsTeaching times:5 timesLearning targets:A.Basic aims:1.Be able to identify the letters Gg--Hh2.Be able to give simple instructions3.Be able to introduce oneself using I’ m.4.Be able to write the sentence Hello, I’ m <name>.5.Sing a song.B. Further aims:ing more information to introduce oneself2.The sorts of the alphabetLanguage focus:ing imperatives to give simple instructions2.Asking How questions to find out means and Using prepositions to indicate meas3. Learning the words: plane⋯⋯Period 1Teaching focus:Using imperative to give simple instructionsTeaching steps：Students Teaching Teaching Media activities activitiesI.Pre-task A Revise all thepreparation:commands taught in The students the previous units. listen to the Say the commands teacher and act and ask students.B Show a toy busand a toy car.T: DoThe students copy teacherII.While-task procedure:Practise withmore students.The students actA small group of students line up in front as if they are ready to get off the bus.Repeat you often see themon the road?Doyou go to school bybus?Say the words‘bus’and‘car’clearly.coachingA Put two chairs ina line.Ask studentto sit in the frontchair and act as acar driver.Pretendto get in the car bybending over andsitting in the backchair.T: Get in thecar.Practise withmore students.Scaffolding and B Invite individual fadingstudents to act aspassengers.Saythe command andask them toperform the scene.Make sure studentsunderstand thecommand‘Get inthe car’.C Have a smallgroup of studentsline up in front asif they are readyto get off the bus.Say’Get off thebus’and promptthem to walk offone by one.D Repeat step Cwith more groupsof students.Askthem to repeat thecommand after youwhile doing theStudents listen action.cassetteand follow in the E Open thebooks.student ’s book topage17.Play thecassette tape todrill the correctIII. Post-task pronunciation.Teach the othertwo commands todo with cars andbuses;Get out of the car.Get on the bus.Period 2Teaching focus:Asking How questions to find out meanUsing prepositions to indicate meansUsing formulaic expressions to take leaveTeaching steps：Students Teaching Teaching Media activities activitiesPre-taskpreparation The students mime the actions as they listen to thecommandsThe studentsanswer theA Revise thecommands to dowith transportwhich studentslearned in theprevious lesson.Have studentsrepeat cachcommand as theyperform the action.B Show somepictures ofPictureteacher ’squestion different types oftransport. Teacherasks How do youcome to school? Doyou sometimes goby bus, by van or bytaxi?While-taskprocedureThe students A Put up the Coaching listen the story.wallchart for page18. Tell a story.The students B Ask questions foranswer the page 18 ofteacher ’squestion teacher ’sbook.C Explain theexpression ‘Igoto ⋯by⋯’by givingThe students copy an example of howteacher.you yourself travelto school. Repeatand let studentscopy you.Look, listen and D Wave your hand Coaching copy teacher.at students andpretend to leavethe classroom,saying’Goodbye.’Encourage students to wave their handsand repeatPicture Cassette‘Goodbye’E Play the cassetteThe students open tape to letthe book to page students hear the18 and read correctpronunciation ofthe expressions.Get students torepeat after thePost-task tape.activitiesThe studentsanswer the A Ask a fewquestion.students to tell theclass how they getto school.CooperativeB Use the tune of leaming,the song from Book workbook1A‘Good morning’.Change’Goodmorning ’to‘Goodbye’and‘toschool ’to‘backHomework home’A Listen andrespond quickly.B Listen and circlethe correctpicture.Period 3Teaching focus:Using nouns to identify forms of transport.Teaching steps：Students Teaching Teaching Media activities activitiesPre-taskpreparationA Fly a paper plane PictureThe students to the students.answer the Ask Who has beenteacher’s question on a plane?Tell usabout it!Share your ownexperience if noneof the studentshave been on aplane.B Ask questionsabout differentmodes oftransport,includingplane,ferry,train,car,bus and van.Ask questions suchas the following,,,Picture cardsWhile-taskprocedure CoachingA Put up theThe students look picture cards forat the teacher and this unit. Introducelisten to the the new vocabularyteacher.by pointing to eachitem.Ask‘What isThen say the Cassette and wordthis? ’words in English cardsand put up theword cards besidethe relevant formsof transport.Repeat the words.B Get students to CoachingWhole class read open theirthe words student’s books topage19.Play thecassette tape tolet students listento thepronunciation ofthe words first,and then practicesaying them afterthe beep.CooperativeFour groups sit in C Divide the class learning Picture card circles. When they into for groups.name the mode of Each group ’s nametransport,the is a form transportwhole group has to they have learned.stand up and Have the groups sitrepeat it.in group has tostand up and repeatit.Progressivelyquicken the pacefor moreexcitement.CoachingThe students look D Show studentsat the picture the picture cardcard ’girl ’and say for‘girl’ and say‘G,,,girl’ Repeat.Show alphabetcards’G’ and‘g’.Have studentscompare the capitalworkbookletter ‘G’with thesmall letter ‘g’. Dothe same with‘Hh,,,hand.’Play the tapefor students tofollow in theirPost-task activity books.coachingThe students to Ask the followingguess.riddles forstudents to guessthe mode oftransport.Tellthem to give theHomework answer in English.Colour the correctword.Period 4Teaching focus:Using formulaic expressions to indicate how people travelTeaching steps：Students Teaching Teaching Media activities activitiesPre-taskpreparationReview the Picture cardsdifferent forms of Coachingtransport using theWord and Picturecards.Then writethe words‘plane’,‘ferry’,‘train’,‘taxi’,‘car’,‘bus’,and‘van’on the left of theboard.On theright,write thenames of a fewplaces. Point to aplace and ask theWhile-task procedureThe students open the book to page 20 and listen to the teacherThe students listen to the tape and readMake several board games that can be used in small groups torevise the expression ’I go to,,,by,,, ’ and thevocabulary they have learned.students to tell youhow they go there.Remind them to usethe structure‘I goto,,,by,,, ’A Open the Coachingstudent’s book topage 20. Say Thereare four children inthe picture. Theywant to go todifferent places,but we don’t knowwhich form oftransport they liketo use. Let ’s followthe road to findout.Ask studentsto draw the routesand say‘goIto,,,by,,, ’,pretending theyare the children inthe pidture.B Play the cassette Cooperativetape for students learingto check if theiranswers are right.C Make several Cooperativeboard games that learingcan be used in smallgroups to revisethe expression’ Igo to,,,by,,,’and thevocabulary theyhave learned.Makegameboards formcardboard.Fourplayers take turnsrolling a dice andmoving forward onthe boardaccording to thenumber on the dice.They must think ofPictureCassettea place and say ’Igo to ,,,Post-task activity workbook The students A Ask Which form Coachinganswer the of transport do youteacher’s question like to use?Pleasedraw it on paper.HomeworkA Listen and match the pictures.B Circle the one that does not belongPeriod 5 Teaching focus:Ask students toshow their owntransport picturesand say ‘I go to,,,by ,,, ’B Write up the coaching number of studentswho like to useeach form oftransport on theboard.Using nouns to identify different forms of transportTeaching steps ：Students Teaching Teaching Media activities activitiesPre-taskpreparationMuppetThe students look A Hold up a muppet Coachingat the teacher and and say’Hello,listen.good morning. ’Everyday,I take abus to school. I goto the bus-stop towait for the bus.’Sketch a bus-stop.Ask Do you have towait for a bus, too?Or a car/van?The students look B Show pictures of Coachingat pictures and a ‘bus-stop’and acopy to the‘train station’.teacher.Explain to studentsthe differencebetween‘bus-stop’and‘station’.Repeat themseveral times andlet students copyWhile-task you.procedureThe students Coaching answer the A Refer to eachteacher’s picture of student’squestions.book page21.Askquestions such asThe students the following,,,listen to the tape. B Play the cassettetape once forstudents to listento the lyrics of theThe students read song.two times.C Read the firstverse line by linefor students tofollow until theyare familiar withthe words.Then gothrough the secondand third verse inThe students look the same way.Coaching at the picture and D Play the tapelisten to the again and show thecassette.picture of therelevant type oftransport at theappropriate time.Draw student’sattention to thesounds at the endThe students to of each verse.Cooperative PicturesPicturesCassettePicture and cassetteCassette cassettesing along with E Invite students learning tape.to sing along withthe tape.Encourage them toimitate the soundPost-task activity of each type ofThe students are transport Cooperative singing played.learningAsk groups ofstudents to mimeeach part of thesong in front of theclass while the tapeis being played.Students can takedifferent role.Letstudents say whattype of transportthey are driving.Unit 5 Crossing the roadTeaching designing:Teaching aids:D. Words: letters—Ii Jj, stop, light, go, fast, slow.E. Structures: Look at the light. It’s⋯, Go! / Stop! / Wait! /F. Functions:Using imperatives to give simple instructions;To give simpleinstructions.Material:6.Student ’ s Book2A page 22-267.Cassette 1A and a cassette player8.Wall charts9.Photograph page 1410.Alphabet CardsTeaching times:5 timesLearning targets:C. Basic aims:6.Be able to identify the letters Ii--Jj7.Be able to give simple instructions8.Be able to introduce oneself using I’ m.9.Be able to write the sentence Hello, I’ m <name>.10.Sing a song.D.Further aims:ing more information to introduce oneself4.The sorts of the alphabetLanguage focus:ing imperatives to give simple instructionsing adjectives to describe objects6. Learning the words: stop⋯⋯Period 1Teaching focus:Using imperative to give simple instructionsTeaching steps：Students Teaching Teaching activities activitiesI.Pre-taskpreparation:A Show the picture CoachingThe students look of the red light.at the picture and Say’light.’Redcopy to teacher.Repeat forstudents to copyyou. Ask If you seethe red light,whatshould you do? Say’stop ’several timesso that studentscan follow.B Repeat step1with‘ Yellow light.Wait!’ and‘Greenlight. Go!’The students C Tell students Cooperative listen and act to that when you say learning teacher.‘ ’’,they shouldGo!run on the spot.When you say‘’’,they shouldStop!stand still.Whenyou say‘’’,Wait!they should beready to move.II.While-taskprocedure:A Say Let ’s play a CoachingThe students to game.Get threestand in a row students to comefacing the to the front to helpteacher.you demonstrate.Tell them to standin a row facing you.B Explain that youare going to showthem pictures oftraffic lights.When they see thered light,theyshould say‘Redlight.Stop! ’andstand on the spot.Media Picturecassette。

2A Unit9 Revision【教学设计（TEACHING DESIGN）】第三课时（THE FIRST PERIOD）一主要内容（Main contents）Let’s revise:“bin, building, hotdog, biscuit, pizza, plane, light, car,ferry, van, present, socks, tie, belt, shirt, star”What do you need?I ne ed …二学习目标（Learning objectives）1通过“掷子”游戏进一步巩固所学单词，提高学生学习兴趣。

2通过接龙、造句、创设情景让学生提高灵活运用单词的能力三教学建议（Teaching suggestion）1 任务前期准备阶段（Pre-task preparation section）Pre-task preparation 是指我们在进入语言知识之前，让学生获得对语言材料的第一次感知，创设一定的情境，让学生进入语言状态的前期准备阶段。

在这里只是创建一种愉快的英语学习氛围，在自然过渡中把学生引领到学习的气氛中，为下面的复习做铺垫。

Activity 1(Rhymes)Activity 2 (sing a song)1．教学辅助（Aids）1）电脑，屏幕上出现小朋友乘不同的交通工具去单词王国的画面2A—U9-12 任务中期实施阶段（While-task procedure section）While-task Procedure是指语言技能的习得过程。

其中分为机械性操练和意义性操练两部分。

机械性操练：让学生准确地模仿，复说，理解直到储存。

Activity 1 （Repetition）1 教学辅助（Aids）单词图片2．活动过程（Process）Activity 2 (Guessing Game)1．教学辅助（Aids）1）电脑，屏幕2A—U9-2Activity 3 (Listen and touch)1 教学辅助（Aids）单词卡片意义性操练：在完成机械性的操练后，就进入了意义性操练阶段。

上海版牛津英语2A教案(共85页)-本页仅作为预览文档封面，使用时请删除本页-Unit 1 Where I livePeriod OneTeaching contents: Clean the desk, please.Clean the classroom, please. Teaching aims:1、知识目标：Drill: Clean the ________, please.2、能力目标：提高学生自然运用英语进行交际的能力。

3、情感目标：教育学生做一个爱卫生讲卫生的好孩子。

Difficult and key points:句型的灵活运用。

Teaching aids: tape, some rags and so onUnit 1 Where I livePeriod TwoTeaching contents: I live in Shanghai.I love Shanghai.Teaching aims:4、知识目标：Drills: I live in ________. I love __________.5、能力目标：提高学生实际运用英语的能力。

6、情感目标：激发学生热爱祖国热爱家乡的美好情感。

Difficult and key points: 句型的灵活运用。

Teaching aids: tape, some pictures and so onUnit 1 Where I livePeriod ThreeTeaching contents: 1. Look and learn2. LettersTeaching aims:7、知识目标：To learn the new words and letters.8、能力目标：Read the new words and letters properly.9、情感目标：教育学生热爱家园，保持家园安洁。

Difficult and key points: Pronounce words and letters properly. Teaching aids: tape, pictures, word and letter cardsUnit 1 Where I livePeriod FourTeaching contents: Where do you live?I live in Pudong.I love Pudong.Teaching aims:10、知识目标：Ask and answer: Where do you live I live in ____.11、能力目标：能自由问答练习12、情感目标：激发学生对祖国对家乡的美好情感Difficult and key points: Where do you live I live in _______. Teaching aids: tape, some maps and so onUnit 1 Where I livePeriod FiveTeaching contents: RhymeTeaching aims:13、知识目标：诵读儿歌并加以表演14、能力目标：能创编儿歌15、情感目标：教育学生做个讲卫生守规范的好孩子Difficult and key points: 朗读技能的训练Teaching aids: tape, a toy binUnit 2 A snack barPeriod OneTeaching contents:Let’s act.Teaching aims:1、知识目标：学会招待客人吃东西的2句简单的祈使句.2、能力目标: 会用英语发命令并且根据命令做动作。

Unit 1 Where I livePeriod One授课人：时间：Teaching contents: Clean the desk, please.Clean the classroom, please.Teaching aims:1、知识目标：Drill: Clean the ________, please.2、能力目标：提高学生自然运用英语进行交际的能力。

3、情感目标：教育学生做一个爱卫生讲卫生的好孩子。

Difficult and key points:句型的灵活运用。

Teaching aids: tape, some rags and so onUnit 1 Where I livePeriod Two授课人：时间：Teaching contents: I live in Shanghai.I love Shanghai.Teaching aims:4、知识目标：Drills: I live in ________. I love __________.5、能力目标：提高学生实际运用英语的能力。

6、情感目标：激发学生热爱祖国热爱家乡的美好情感。

Difficult and key points: 句型的灵活运用。

Teaching aids: tape, some pictures and so onUnit 1 Where I livePeriod Three授课人：时间：Teaching contents: 1. Look and learn2. LettersTeaching aims:7、知识目标：To learn the new words and letters.8、能力目标：Read the new words and letters properly.9、情感目标：教育学生热爱家园，保持家园安洁。

Difficult and key points: Pronounce words and letters properly.Teaching aids: tape, pictures, word and letter cardsUnit 1 Where I livePeriod Four授课人：时间：Teaching contents: Where do you live?I live in Pudong.I love Pudong.Teaching aims:10、知识目标：Ask and answer: Where do you live? I live in ____.11、能力目标：能自由问答练习12、情感目标：激发学生对祖国对家乡的美好情感Difficult and key points: Where do you live? I live in _______.Teaching aids: tape, some maps and so onUnit 1 Where I livePeriod Five授课人：时间：Teaching contents: RhymeTeaching aims:13、知识目标：诵读儿歌并加以表演14、能力目标：能创编儿歌15、情感目标：教育学生做个讲卫生守规范的好孩子Difficult and key points: 朗读技能的训练Teaching aids: tape, a toy binUnit 2 A snack barPeriod One授课人：时间：Teaching contents:Let‘s act.Teaching aims:1、知识目标：学会招待客人吃东西的2句简单的祈使句.2、能力目标: 会用英语发命令并且根据命令做动作。

A. Words : letters Aa --Bb , bin , park , road , building , ShanghaiB. Structures : I live in …. I love …. I see …. That’s …C. Functions : Give simple instructions; Refer to specific classroom objects.Material:1.Student's Book 2A page 2--62.Cassette 1A and a cassette player3.Wallcharts4.Photograph page 15.Alphabet CardsTeaching times:5 timesLearning targets:A.Basic aims:1.Be able to identify the letters Aa -- Bb2.Be able to give simple instructions3.Be able to use the simple present tense to indicate facts4.Be able to "point to your home"5.Read the rhymeB.Further aims:1.saying a new rhyme substituting 'Shanghai' with another placesLanguage focus:ing the definite article to refer to specific classroom objectsing the simple present tense to express interests and preferences3.Learning the words: bin , park , road , building , ShanghaiPeriod 1Teaching focus:Using imperatives to give simple instructionsUsing the definite article to refer to specific classroom objectsTeaching steps:Period 2Teaching focus:Using the simple present tense to indicate factsUsing the simple present tense to express interests and preferencestalk answerlove you recongnize any? Sitting on the bench next to them were some tourists(a woman and her son). The boy asked Sam where he lived and Sam replied ' I live in Shanghai.' The boy said ' I love Shanghai.' Sam was pleased. Children, do you love Shanghai? If you do, you must help to keep it clean. Do not litter. Throw all rubbish into the bin. Can you find a bin in this picture? (Point to it)B: Ask questions such as the following:Where does Samlive?Where do youlive?Dose Sam loveShanghai?Do you loveShanghai?What isthis?(point toa bin and abuildingrespectively)C: Hold up a stamped envelope and say ' My friend in Canada sent this to me. She had to write ' Shanghai ' on it because Ilive in Shanghai.Say ' I live inSally. 'RepeatGet student to say afterThe students look at the book and listen to the tapePost-task activitiesDraw a picture of the place they live in.say something about pictures by using the sentences ' I live in …,I love … 'Talk aboutConsolidationLook, listenand tick thecorrectsentence.Listen anddraw.Period 3Teaching focus:Using nouns to identify objectUsing proper nouns to refer to places Teaching steps:and repeat.the students to point to each picture as the word is being read out.The students look at the letters and listen to the tapePost-task activitiesstudents have just learneds1: I see a bin.S2: That' s a building.Homework Workbook page 3:Colour theword in thepuzzle.Trace theletters.Read the ' let' s learn ' after the cassettePeriod 4Teaching focus:Asking ' Wh-' questions to find out various kinds of specific information about a personUsing the simple persent tense to express truthUsing the simple persent tense to express interests and preferencesLook , think, talk about and answer the questions .The students into groups of four, one student ask the question ' Where do you live?'the other three answer it. (change roles.)The students to come to the front and actThe students to repeat.HomeworkWorkbook page4:Listen and draw the lines to find where they live.Read the ' let's play ' afterthe cassette.Period 5Teaching focus:Using the simple persent tense to express interests and preferencesHomeworkRead the ' let's enjoy‘ after thecassette.Make a newrhymeUnit 4 Going aboutTeaching designing:Teaching aids:A.Words: letters Gg—Hh, plane, ferry, train, taxi, car, bus, van.B.Structures: Get ……How do you go to……C.Functions: Give simple instructions; Using connectives to add information Material:1.S tudent’s Book 2A p age 17-212.C assette 1A and a cassette player3.W all charts4.P hotograph page 145.A lphabet CardsTeaching times:5 timesLearning targets:A.Basic aims:1.B e able to identify the letters Gg--Hh2.B e able to give simple instructions3.B e able to introduce oneself using I’m.4.B e able to write the sentence Hello, I’m <name>.5.S ing a song.B.Further aims:1.U sing more information to introduce oneself2.T he sorts of the alphabetLanguage focus:1.U sing imperatives to give simple instructions2.A sking How questions to find out means and Using prepositions to indicate meas3.L earning the words: plane……Period 1Teaching focus:Using imperative to give simple instructionsPeriod 2Teaching focus:Asking How questions to find out mean Using prepositions to indicate means Using formulaic expressions to take leavePeriod 3Teaching focus:Using nouns to identify forms of transport.Period 4Teaching focus:Using formulaic expressions to indicate how people travelPeriod 5Teaching focus:Using nouns to identify different forms of transportUnit 5 Crossing the roadTeaching designing:Teaching aids:D.Words: letters—Ii Jj, stop, light, go, fast, slow.E.Structures: Look at the light. It’s…, Go! / Stop! / Wait! /F.Functions: Using imperatives to give simple instructions; To give simpleinstructions.Material:6.S t udent’s Book 2A page 22-267.C assette 1A and a cassette player8.W all charts9.P hotograph page 1410.A lphabet CardsTeaching times:5 timesLearning targets:C.Basic aims:6.B e able to identify the letters Ii--Jj7.B e able to give simple instructions8.B e able to introduce oneself using I’m.9.B e able to write the sentence Hello, I’m <name>.10.Sing a song.D.Further aims:3.U sing more information to introduce oneself4.T he sorts of the alphabetLanguage focus:4.U sing imperatives to give simple instructions5.U sing adjectives to describe objects6.L earning the words: stop……Period 1Teaching focus:Using imperative to give simple instructionsPeriod 2Teaching focus:Using imperative to give simple instructions Using adjectives to describe objectsthelookthe The students pointlisten should do when they see each colour of the light.B Ask Do you watch the traffic on the road? What can you see?A Put up the wallchart for page 23. Tell a story something like this,,,B Ask questions such as the following:What did Sam andhis father dobefore crossingthe road?What did Sam’sfather say?What colour wasthe light? Whatdid Sam say?What did they dowhen they sawthis light?Then what didthey see on theroad? What didSam’s fathersay?C Point to the bus on the wallchart and say ‘The bus is slow.’Point to the car on the wallchart and say ‘The car is fast’Repeat several times so that students can follow.D Play the cassette tape to let students listen to the correct pronunciation of the expressions asPeriod 3Teaching focus:Using imperatives to give simple instructions Using nouns to identify thingsUsing adjectives to describe objectsPeriod 4Teaching focus:Using imperative to give instructions Using adjectives to describe coloursPeriod 5Teaching focus:Using imperatives to give simple instructions Using adjectives to describe objects。

unit 9 Revision教材简析：本单元是2A的总复习单元，侧重归纳了第一至第八单元所涉及的语言项目。

教师应该根据学生的年龄特征及班级特征的具体情况，采用多种有效的教学手段活跃课堂气氛，激发学生的学习兴趣，帮助学生复习巩固本学期所学的词汇、句型和日常交际用语。

总之，教师要注意在具体的情景中复习词汇和句型。

通过复习，让学生扎扎实实地掌握所学的知识，让每位学生在原有基础上都有所提高。

教学要求：1．综合复习所学过的字母“Aa” to “Mm”，学生能正确地听、说、读、写。

Aa apple Bb bird Cc catDd dog Ee egg Ff fishGg girl Hh hand Ii ice creamJj jelly Kk kite Ll lightMm moon2. 综合复习所学过的单词，学生能正确的读，看图识别。

Unit 1 Where I live :bin , park , road , building , ShanghaiUnit 2 A Snake bar :pizza , biscuit , hot dog , juice , waterUnit 3 Things I like to do :play , run , sleep , swim , draw , eat ,Unit 4 Going about :plane , ferry , train , taxi , car , bus , van , bikeUnit 5 Crossing the road:stop , light , go , fast , slowUnit 6 Winter :in , on , under , bell , star , present , treeUnit 7 Weather :hats , gloves , scarfs , winter , cold , wind , snowUnit 8 Clothes:tie , belt , socks , shirt , dress , coat3. 综合复习所学过的交际用语，学生能正确地听、说、读。

Module 1 Getting to knowyouUnit 1 Good morningperiodThe first一、 Teaching aim认知内容: 能听懂会说Good morning. Good afternoon.Good evening. Good night.及回答。

能力要求：学会用所学句型进行情境表演。

情感态度：学会在不同时间里和人打招呼。

二、 Teaching proceduresPre-task preparationWarmera. Say hello to everybodyb.P.4 songc. Elicit Alice:Ask and answerWho is she？She is Alice.While-task procedure1.RevisionmorningafternoonGood morning.Good afternoon.a. Listen to a dialogue(It?s 8o?clock in the morning. Alice is going to school. She meets her friend Kitty.)Good morning, Alice.Good morning, Kitty.(It?s 14o?clock in the afternoon. Alice is having an English class.) Good afternoon, Alice. Goodafternoon, Miss b. try to say the dialogue c.play a game:according to the pictures, Judge the words2.IntroductioneveningnightGood evening.Good night.a. Listen to a dialogue and try to understand the meaning of the dialogue (It?s 18o?clock in the evening. Aliceis having a dinner.) Good evening, Alice.Good evening, dad.(It?s 21o?clock at night. Alice isgoing to bed.)Good night, Alice.Good night, Mum.b.Say a chant in groupsEvening, evening, Goodevening. Night, night,Good night.Post-task activitya.Listen to the whole dialoguesb.role playact out the whole dialogue in groups三、 Assignmenta. Listen to the tapesb. read P2,4Thesecond period一、 Teaching aim认知内容 : 能听懂会说 How are you？1并能回答 I?m fine./I?m very well.Thank you.学会认读并且学会正确书写英语字母大小写 Aa, Bb.能力要求：学会礼貌地问候别人并且礼貌回应别人的问候。